Nicole Sayer 11/13/2011 Instructional Program Cameron Student: Cameron Skill: Calculating Percentages Initiator: Nicole Sayer Context

t for instruction: This instruction will take place outside of Camerons 1st period geometry class. He will be pulled out of class for the last 15 minutes and to work until the bell rings or until his work is finished. The only thing needed for this instructional program is the questions created for him to answer. He will be pulled out of the classroom because he will get distracted with other students being around. Camerons teaching aid will be present as well but will not be assisting him in the work. Program Objective: In one-on-one instruction settings with the use of calculators, Cameron will write correct answers to story problems containing only relevant numbers involving calculating sales tax and discount prices. Master criterion will be 3/3 problems correct for three consecutive probe trials. Generalization: The best strategy for promoting generalization in this situation would be mediating generalization. Cameron will learn specific strategies for figuring out the price of an item using the calculator on his cell phone. This is the best way to teach him generalization because he will be able to remember the steps to go through. Calculating percentages doesnt change based on the store or prices, the same steps are required to find the answer. As long as he knows the steps he will be okay with finding the prices of specific items. In order to monitor the generalization Cameron find discount prices in different settings such as, online, the cafeteria, going out on community and taking him to different stores. This is the best way to make sure he is correctly following the strategy taught and is able to apply it to all settings. Rationale: This is an important skill to teach Cameron because this is a functional life skill for most people. He will learn how to properly calculate prices and discounts in the real world so he knows how much something is that hes buying before taking it to the cash register. Assessment Procedures: Before instruction, Cameron will be provided a set of questions every day to assess his ability to compute percentages. His work will be collected every day and checked for right and wrong answers. He will be asked four different questions, which are the four steps leading into solving a story problem involving percentages. During instruction, Cameron will be assessed by being given three story problems every Friday for him to complete on his own. He will be expected to show all the steps into solving a story problem and will be

awarded points for each correct step. The step-by-step procedures for these assessments will be: Baseline: 1. Give Cameron worksheet at the end of the class period 2. Provide him with enough time to complete the worksheet, at least ten minutes 3. Collect worksheet from Cameron 4. Give him a correct (+) or incorrect (-) response for each answer completed 5. Continue baseline data collection until stable results Probes: 1. On Fridays take Cameron out of the class room for the last ten minutes of class 2. Provide Cameron with a worksheet with three different story problems on it 3. Tell Cameron to complete the worksheet and show his work as best he can, if he doesnt know how to do something, then to specify that 4. Once finished, collect the worksheet 5. Give a correct (+) or incorrect (-) response for each step completed 6. Give these probes on the last day of each week of instruction Assessment Schedule: It will be most effective to have Cameron assessed every Friday to watch his progress in the instructional program. He should be given the assessment at the end of each class period, out in the hall so he can concentrate. This should be given every week until there has been mastery of the skill. Instructional Procedures: Instruction will be provided everyday when there is free time in class, except for the last day of the week where Cameron will receive a probe. Cameron will be provided five different steps to follow through different levels of prompting and be evaluated on his ability to accurately complete the steps. He will be provided a chart to assist him in completing the work. The following are the steps that he needs to complete everyday: 1. Identify and write down the most important numbers in the correct spots on the chart 2. Fill in the remaining percentage box by subtracting the given percent from 100 3. Calculate discount by multiplying the correct percent by the total cost and write it in the top left box 4. Calculate remaining cost by subtracting discount from the total price 5. Read the chart by saying, the cost of the item on sale is _____________ and the amount saved is ________________. Complete the above steps through the different prompting levels below. Most-to-Least Intrusive Prompting Modeling: Immediately after telling Cameron what his tasks will be, show him how he is to complete the problems. Say everything that will be thought throughout solving the story problem. For example, My first step is to identify the important numbers in the problem. I see that

the price of the cake is $5 and the discount is 15%, I think those are the two most important numbers I need to solve this problem, I will write them on the chart. The 15% goes in the upper right hand corner, because thats the discount percent, the $5 goes on the total line, because thats the total price. Use this prompting level for the first week and assess Cameron, if he answers 1/3 of the questions right on his assessment move on to the next prompting level. Direct Verbal: In this step, after reading the question, tell Cameron what step comes next. Tell him each step that he has to complete, but dont do the work for him. After reading the directions, give the verbal prompt, for example, Now that youve completed step one, look at your chart to see what step two is, Step two is to fill in the remaining percentage box by subtracting the discount from 100%. Subtract 15% from 100%. When Cameron answers correctly, provide verbal praise and move on to the next step. If Cameron beings to answer the problem incorrectly, stop immediately and go back to model prompting to correct his answer. Use this prompting level once modeling has been mastered. Use and assess Cameron at the end of the week. If he can answer 1/3 of the questions correct on his worksheet then move onto the next level of prompting. Indirect Verbal: After direct verbal prompt has been mastered, move onto this next level. After reading the problem with Cameron, ask him what the next step is that he needs to complete. After reading directions, provide verbal prompt, for example, Now that you identified the two important numbers, whats your next step? When Cameron answers correctly provide verbal praise and move on to the next step. If Cameron being to answer the problem incorrectly, stop immediately and go back to direct verbal prompting to correct his answer. Use this prompting level once direct verbal prompting has been mastered. Use and assess Cameron at the end of the week. If he can answer 1/3 of the questions correct on his worksheet the move onto the next level of prompting. Independent Response: After the indirect verbal prompting skills have been mastered, go on to allowing Cameron to complete answering problems on his own, without any prompts. If he asks for help, provide it. When Cameron answers correctly, provide him with verbal praise. If Cameron begins to answer the problem incorrectly, stop immediately and go back to indirect verbal prompting to correct his answer.

Once Cameron has completed his story problems and has gotten 3/3 questions correct on his worksheets, within 3 consecutive probes, continue assessing on a weekly basis to make sure he is maintaining his skills. Cameron will be using the attached chart to complete his problems. Since he needs to learn how to correctly calculate percentage discounts in his head, he cannot use the chart all the time. The first two prompting levels (modeling and direct verbal) will have full access to the chart in order for Cameron to understand everything about his problems. Starting in the indirect verbal stage, Cameron should receive the chart only every other day, so that he gets practice not using it. Then it should start fading to once a week use of the chart. After Cameron reaches the independent level, he should be using the chart once a week and start fading it to where he uses it once every two weeks, and then just randomly. Eventually, Cameron needs to get to the point where he knows the strategy and can compute the problem in his head, with the aid of his phone calculator. Reinforcement: Cameron will receive verbal praise as a form of reinforcement during this program. Praise Cameron for every step done correctly in the direct verbal prompt phase, then during the indirect verbal prompt phase move on to praising every other step done correctly. During the independent phase, praise Cameron for every story problem answered correctly and completed with the correct steps. Maintenance: In order to make sure Cameron retained the information taught to him throughout this lesson, give him random assessments with story problems every week. These should be questions with relevant information in them that relate to the problems gone over during his instructional program. To make sure that Cameron retained the information through his generalization part of the lesson, take him to different stores around town and ask him to calculate the discount price or sales tax of an item. This will ensure that he retains his generalization skills learned throughout his program.

Number of Correct Response to percentage calculation problems Give + for correct answers and for incorrect answers KEY M = Modeling D = Direct Verbal I = Indirect Verbal IR = Individual Response Week _______________________ Step 1 Day 1 Day 2 Day 3 Day 4 Day 5 Step 2 Step 3 Step 4

Graph of Calculating Percentages question accuracy on Friday assessments

Research Rationale: Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). INTENSIVE INTERVENTION FOR STUDENTS WITH MATHEMATICS DISABILITIES: SEVEN PRINCIPLES OF EFFECTIVE PRACTICE. Learning Disability Quarterly, 31(2), 79-92. Jitendra, A. K., & Star, J. R. (2011). Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving. Theory into Practice, 50(1), 12-19. In the two articles I read about problem solving there was a lot of information on how to change the way to teach it to students with disabilities. Students with learning disabilities sometimes have a hard time grasping onto ways of solving specific problems. The first article I read, written by Fuchs, etc., consisted of seven different principles to follow when teaching students with learning disabilities story problems. Going through this article I noticed that two of the principles connected with the way I was teaching Cameron story problems. The first principle is to be direct with the way that youre teaching. I am telling Cameron clear directions and clear steps to solving these equations, which will help clear up any confusion that he might have. The second principle is to anticipate misunderstandings and correct the misunderstandings before they occur. From the informal assessment that I gave Cameron, I already know what he is going to struggle with when solving these problems. Ive already come up with ways to address these issues. In the second article I read it talked about the FOPS way of solving a problem. I will be using this when teaching Cameron to solve problems, because it seems like it is very clear and effective. FOPS stands for, Find the problem types, Organize the information in the problem using the diagram, Plan to solve the problem, Solve the problem. I will have Cameron identify that this is a multiplication problem, he will then write down the appropriate numbers in the diagram provided for him. After he gets all the numbers written down he can then visualize the problem and turn it into an equation to solve. Then he has his solution. This is a good way to teach problem solving to him because he has trouble conceptualizing the story problem. His Autism causes the words to get in the way. These practices will be very effective in teaching Cameron how to solve story problems. Vaughn & Bos Component: When reading Chapter 11 on teaching mathematics in the Vaughn & Bos book I came across some really helpful material when it comes to writing story problems for students with disabilities. There were several components that need to be put into play when writing these, because students with disabilities struggle with applying their mathematical knowledge to story problems. A lot of students get caught up in all the extra

words that go into writing story problems, so its important to make them as simple as possible for all students to understand. There are a lot of students who understand how to complete mathematical equations, but they dont understand why theyre doing them. Creating story problems for your students to complete is a way for them to see real world examples of the math equations that theyre doing. Since there are a lot of students who get lost in the words of the problem, there are different factors that can affect the success of them completing the problem. The factors are, teach big ideas, sameness analysis, cue words, reasoning, syntactic complexity, extraneous information, content load, suitable content, monitor progress, provide guided practice, and use computer-assisted instruction. There are a lot of factors that I need to keep in mind when creating story problems for Cameron to complete. Cameron has Autism, which makes him focus on things in a literal sense. He doesnt understand conceptual problems, and he has trouble applying math to his life. During his informal assessment he had trouble understanding why he was working out percentage discounts when he wasnt at the store. Reasoning and suitable content are two factors I need to make sure I include in writing his problems so that he understands the concept behind the idea and so he understand why this is relevant to him. Also, syntactic complexity is another thing that needs to be kept in mind. Cameron gets lost in words, so if there are irrelevant sentences he will get confused and this is affecting his ability to complete the problem. I will monitor his progress weekly as well to make sure he is grasping onto what Im teaching him. These are big factors that I need to keep in mind when writing problems for him so that I know hes getting the most effective instruction possible.

MY STEPS:
Check () off each step when complete
- Identify important numbers. Write the total price on the line and % off in top right box. - Subtract given % from 100 and record in bottom right box. - Multiply the correct % by the total cost. Write in top left box. - Subtract discount price from total price to find remaining cost. Record remaining cost in bottom right box. - Read the chart. Say out loud, the cost of the item on sale is _________, the amount saved is _____________.

Graph of Calculating Percentages question accuracy on Friday assessments